a. I chose mcas questions #6 and 14 from the HS exam. #6 deals with waves and #14 deals with refraction of light
b.
#6- Standard # 4.2 Recognize the measurable properties of waves (e.g., velocity, frequency, wavelength) and explain the relationships among them
#14- Standard # 4.5 Interpret and be able to apply the laws of reflection and refraction (qualitatively) to all waves
c. I cover question #6 in my waves unit and question #14 in my light/sound unit
d. Traditionally I have used many labs ( both wetlabs and online labs) I found that having them physically see waves occuring helps them understand the concepts better.
Stage 1 Activity: Objective: Students will discover the difference between transverse and longitudinal waves by conducting a "slinky" lab. Students will be able to measure speed and wavelength of a transverse wave and create waves with different amplitudes. Activity type: Procedural activity
Online component:
There is a online version of this that I have used in the past. It is a mult day lab that covers many conpets in the waves unit.
See doc below
Activity 2
Concepts:
1. properties of waves (velocity, wavelength, amplitude, period)
2. two types of mechanical waves: longitudinal or transverse
3. reflection vs, refraction
4. speed through different materials
Tools to use:
Prezi
How to use Prezi:
1. plan your outline first. you can fill in details after you have an outline
2. plan your path- don't have to many twists and turns as it can make people dizzy
3. make sure to include relevant pictures, videos etc.
Objective : Apply the concepts of GPE, KE, Conservation of Energy to real world scenarios
Assessment: Group participation, discussion
Task: Students will use black box activity to think of scenarios in which these 6 words could apply
Steps:
1.Students will use the words on the box to brainstorm 10 situations in which they might experience all 6 of these words
2. Students will come together and share their ideas.
3. We will try and figure out if there is one right answer
Materials: paper, scissors, tape, worksheet
Objective:
Understand Conservation of Energy using kinetic and gravitational potential energy
Standard:
2.1 Interpret and provide examples that illustrate the law of conservation of energy.
2.2 Interpret and provide examples of how energy can be converted from gravitational potential energy to kinetic energy and vice versa.
Misconceptions: I want to address the following misconceptions: the "using up" of energy, how GPE gets converted into KE, GPE depends only on height and KE depends only on speed
Classroom materials: 1. Computers with internet 2. Overhead projector 3. Worksheets
Assessment:
Completion of opener and PHET worksheets as well as discussion
Workshop 7 - Lesson Plan Template
Lesson Plan
Your name: Melissa Holland
Lesson Title: Fun with Coasters!
Grade Level: 9th Grade
State Standards: 2.2 Interpret and provide examples of how energy can be converted from gravitational potential energy to kinetic energy and vice versa.
Lesson Question: When, where and how is GPE converted into KE during a roller coaster ride? What causes a coaster to be both safe and exciting at the same time? How does physics play a roll in the experience the rider has?
Introduction: Watch video of top roller coasters in the world
http://www.youtube.com/watch?v=3pFhbR8IIRk
1. Create a list of most exciting characteristics a roller coaster must have for you to ride it
2. Create a list of criteria the coaster must adhere to in order for riders to be safe
Task:You will create a safe and exciting roller coaster using the concept of conservation of energy/GPE and KE
Process : You will be broken into 10-12 groups of 2. Each will have a laptop at their own workstation.
1. You will begin by reading the following 3 pages on the websites below. Take brief notes as you read
You will now begin designing a roller coaster of your own. Once done designing your coaster, draw a brief sketch of what your coaster looks like so we can all compare of creations.
3. Now you will review your design
Mark down the "safety" and "fun" rating you received. (thumbs up/down)
Next click on the safety inspection and review how to improve your coaster. Make notes on your drawing.
Discuss with class different characterists of a safe and fun coaster
4. Now its time to design a real coaster that is both safe and fun!
1. Break up into assigned groups of 4-5 people.
2. Using the following document create a real life coaster and presentaiton explaining both the physics and fun behind it!
Conclusion:Students will be able to understand how GPE is converted into KE and how physics not only explains how coasters work but also allows us to continue creating more exciting and thrilling coasters while ensuring riders safety.
Assessments:
Students ability to successful create a working coaster within a few class periods (304). Students will them demo and present their coaters to the class in the form of a presentation.
Coaster is worth : 96 points project grade
Worksheet with questions and calculations is worth: 100 point test grade
Assessment Rubric
You will be able to....
Strong
4
Good
3
Adequate
2
Inadequate
0-1
Weighting
Appearance
Track is visually appealing and exciting with many different and exciting components
Track is visually appealing and exciting with a few different and exciting components
Track is visually appealing and exciting with 1 or 2 different and exciting components
Track is plain and not visually exciting
12.5%
Safety
Marble stays on track entire time; Car safetly stops at end
Marble leaves track and/ or does not come to a safe stop
25%
Thrill
Are there many abrupt changes = excitment
There are a few abrupt changes
There is 1 abrupt change
Coaster has no abrupt changes
25%
Loops/turns
Coaster has more than 1 loop and more than 1 turn
Coaster has 1 loop and 1 turn
Coaster has 1 loop or 1 turn
Coster does not have a loop and/or a turn
12.5%
Work as a successful team
Everyone on team contriburted equally
Only a few team members contriburted
12.5%
Presentation
Presentation was clear and informative. Addressed all major physics topics (a-j- see worksheet)
All major topics were covered. A few concepts had minor errors
At least 8 mjaor topics were covered and there were a few minor errors
NO presentation or many major errors in concepts
12.5%
Resources: (Please make sure that all digital media is linked and attributed!) Laptop Access to internet Worksheet Pencils, Paper, Rulers etc for pictures Calculators Tubing, wood, boxes, foil, glue, PVC piping, plastic bottles, etc…whatever students chose to use
Teacher Notes: Students need to be monitored very closly while doing this project. The purpose of it can eaily be lost and it can turn into a game of who can make the biggest or coolest coaster. The calcualtions of the worksheet are very importntn in this project as are the other questions they must answer after they build it.
Workshop Wiki Page - Melissa Holland
Workshop 2 - MCAS Assessments & Curriculum Mapping
a. I chose mcas questions #6 and 14 from the HS exam. #6 deals with waves and #14 deals with refraction of light
b.
#6- Standard # 4.2 Recognize the measurable properties of waves (e.g., velocity, frequency, wavelength) and explain the relationships among them
#14- Standard # 4.5 Interpret and be able to apply the laws of reflection and refraction (qualitatively) to all waves
c. I cover question #6 in my waves unit and question #14 in my light/sound unit
d. Traditionally I have used many labs ( both wetlabs and online labs) I found that having them physically see waves occuring helps them understand the concepts better.
Workshop 3 - Web 2.0 tools
<embed your video here>
Workshop 4 - Integrating Web 2.0 tools into the classroom
Science Learning Activity Types handout -<Add Science Learning Activity Types here>
(List three (3) activity types -- one (1) from each category (found in the reading)-- with an Online Resource listed for each)
http://www.edmodo.com/
Stage 1 Activity:
Objective: Students will discover the difference between transverse and longitudinal waves by conducting a "slinky" lab. Students will be able to measure speed and wavelength of a transverse wave and create waves with different amplitudes.
Activity type: Procedural activity
Instructions:
See slinky lab document
Online component:
There is a online version of this that I have used in the past. It is a mult day lab that covers many conpets in the waves unit.
See doc below
Classroom materials: slinky, coil, computer, string, stopwatch, calculator
Assessment: students will not only create transverse and longitudinal waves but also measure their speed and manipulate their amplitude.
Workshop 5 - Developing and Using Web 2.0 Assessment Information
Student Tech Survey
Activity 2
Concepts:
1. properties of waves (velocity, wavelength, amplitude, period)
2. two types of mechanical waves: longitudinal or transverse
3. reflection vs, refraction
4. speed through different materials
Tools to use:
Prezi
How to use Prezi:
1. plan your outline first. you can fill in details after you have an outline
2. plan your path- don't have to many twists and turns as it can make people dizzy
3. make sure to include relevant pictures, videos etc.
Link to Prezi:
http://prezi.com/
Example of Prezi on waves:
http://prezi.com/ujg0h4ey-ihy/wave-properties/
<Post your Web 2.0 tool with instructions for use here>
Workshop 6 - Scientific Investigations
Black Box Investigation
Objective : Apply the concepts of GPE, KE, Conservation of Energy to real world scenarios
Assessment: Group participation, discussion
Task: Students will use black box activity to think of scenarios in which these 6 words could apply
Steps:
1.Students will use the words on the box to brainstorm 10 situations in which they might experience all 6 of these words
2. Students will come together and share their ideas.
3. We will try and figure out if there is one right answer
Materials: paper, scissors, tape, worksheet
Stage 2 Activity: Physics of Skateboarding!
Objective:
Understand Conservation of Energy using kinetic and gravitational potential energy
Standard:
2.1 Interpret and provide examples that illustrate the law of conservation of energy.
2.2 Interpret and provide examples of how energy can be converted from gravitational potential energy to kinetic energy and vice versa.
Misconceptions: I want to address the following misconceptions: the "using up" of energy, how GPE gets converted into KE, GPE depends only on height and KE depends only on speed
Task:
1. Watch You Tube Video
http://www.youtube.com/watch?v=124xlnA8i9k
2. Complete the opener questions. We will then go over them as a class briefly.
3. After that each group will open the PHET Sim. and complete the following interactive investigation.
Procedure: Follow the worksheet provided.
Opener questions
Activity Questions
Grouping: Students will work in pairs or groups of 3
Web 2.0 online component:
1. http://www.youtube.com/watch?v=124xlnA8i9k
2. http://phet.colorado.edu/en/simulation/energy-skate-park
Classroom materials:
1. Computers with internet
2. Overhead projector
3. Worksheets
Assessment:
Completion of opener and PHET worksheets as well as discussion
Workshop 7 - Lesson Plan Template
Lesson Plan
Your name: Melissa Holland
Lesson Title: Fun with Coasters!
Grade Level: 9th Grade
State Standards: 2.2 Interpret and provide examples of how energy can be converted from gravitational potential energy to kinetic energy and vice versa.
Lesson Question: When, where and how is GPE converted into KE during a roller coaster ride? What causes a coaster to be both safe and exciting at the same time? How does physics play a roll in the experience the rider has?
Introduction: Watch video of top roller coasters in the world
http://www.youtube.com/watch?v=3pFhbR8IIRk
1. Create a list of most exciting characteristics a roller coaster must have for you to ride it
2. Create a list of criteria the coaster must adhere to in order for riders to be safe
Task:You will create a safe and exciting roller coaster using the concept of conservation of energy/GPE and KE
Process :
You will be broken into 10-12 groups of 2. Each will have a laptop at their own workstation.
1. You will begin by reading the following 3 pages on the websites below. Take brief notes as you read
Kinetic and Potential Energy:
#1 http://www.glencoe.com/sec/science/cgi-bin/splitwindow.cgi?top=http://www.glencoe.com/sec/science/top2.html&link=http://library.thinkquest.org/2745/data/ke.htm
Coaster History:
#2 http://www.learner.org/interactives/parkphysics/coaster2.html
Coaster Physics:
#3 http://www.learner.org/interactives/parkphysics/coaster.html
2. Next you will click on "Design A Roller coaster " about halfway down the page of the link below
http://www.learner.org/interactives/parkphysics/coaster/
You will now begin designing a roller coaster of your own. Once done designing your coaster, draw a brief sketch of what your coaster looks like so we can all compare of creations.
3. Now you will review your design
Mark down the "safety" and "fun" rating you received. (thumbs up/down)
Next click on the safety inspection and review how to improve your coaster. Make notes on your drawing.
Discuss with class different characterists of a safe and fun coaster
4. Now its time to design a real coaster that is both safe and fun!
1. Break up into assigned groups of 4-5 people.
2. Using the following document create a real life coaster and presentaiton explaining both the physics and fun behind it!
picture from: www.teachingchannel.org
Conclusion:Students will be able to understand how GPE is converted into KE and how physics not only explains how coasters work but also allows us to continue creating more exciting and thrilling coasters while ensuring riders safety.
Assessments:
Students ability to successful create a working coaster within a few class periods (304). Students will them demo and present their coaters to the class in the form of a presentation.
Coaster is worth : 96 points project grade
Worksheet with questions and calculations is worth: 100 point test grade
Assessment Rubric
4
3
2
0-1
Resources:
(Please make sure that all digital media is linked and attributed!)
Laptop
Access to internet
Worksheet
Pencils, Paper, Rulers etc for pictures
Calculators
Tubing, wood, boxes, foil, glue, PVC piping, plastic bottles, etc…whatever students chose to use
Kinetic and Potential Energy:
#1 http://www.glencoe.com/sec/science/cgi-bin/splitwindow.cgi?top=http://www.glencoe.com/sec/science/top2.html&link=http://library.thinkquest.org/2745/data/ke.htm
Coaster History:
#2 http://www.learner.org/interactives/parkphysics/coaster2.html
Coaster Physics:
#3 http://www.learner.org/interactives/parkphysics/coaster.html
Interactive Potential vs. Kinetic Energy Coaster SImulation and Article of All Aspects of Physics and Coasters
http://www.howstuffworks.com/engineering/structural/roller-coaster3.htm
Design A Rollercoaster " about halfway down the page. Link is below
http://www.learner.org/interactives/parkphysics/coaster/
Teacher Notes:
Students need to be monitored very closly while doing this project. The purpose of it can eaily be lost and it can turn into a game of who can make the biggest or coolest coaster. The calcualtions of the worksheet are very importntn in this project as are the other questions they must answer after they build it.